Exploring the Conceptual Trajectory of a Proposal in a Chemistry Class Through Frame Analysis

• In Event: Expanding Cultural-Historical Activity Theory Methodologies for the Study of Classroom Practices

Abstract

As two researchers representing two broad disciplinary backgrounds (science and English), we collaborated on analysis of the meaning-making process during a single lesson in a high school chemistry class. We used a re-imagining of frame analysis in conjunction with Cultural Historical Activity Theory to understand the social and cognitive aspects of students talking and gesturing about a science problem. Findings indicate that students showed their understandings of the problem in both language and gesture, but the gestures were not given much credit for carrying the ideas, though the gestures were at times more accurate that the words students spoke. We suggest that this study could help current and future teachers and professors become cognizant of the information conveyed in gestures.

Authors

• Michelle Zoss, Georgia State University

• Brett Allen Criswell, University of Kentucky